翻转课堂对甲状腺手术教学效果的影响
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摘要
目的探究翻转课堂对甲状腺手术教学效果的影响。方法选取2016年3月—2018年2月西南医院42例甲状腺手术主治医师作为研究对象。按照培训方式,将所有医师分为两组;其中,2016年3月—2017年2月接受常规培训的医生共21例,记为对照组,2017年3月—2018年2月接受翻转课堂培训的医生共21例,记为观察组,比较两组医生的手术考核成绩、培训时间以及教学效果评估。结果观察组医师的考核成绩平均分为(89.59±3.18)分,最大值为96分,最小值为82分,对照组医师的考核成绩平均分为(80.44±3.52)分,最大值为89分,最小值为74分,差异均具有统计学意义(P <0.05);观察组医师培训时间为(8.14±2.03)d,对照组医师培训时间为(12.33±2.16)d,差异具有统计学意义(P <0.05);观察组医师学习兴趣、解决问题能力、手术配合度以及教学满意度4项手术教学效果评分均高于对照组医生,差异具有统计学意义(P <0.05);观察组医师学习兴趣评分为(22.09±1.28)分,解决问题能力评分为(22.48±1.75)分,手术配合度评分为(22.81±1.36)分,教学满意度评分为(21.78±1.26)分,对照组医师学习兴趣评分为(16.26±1.14)分,解决问题能力评分为(15.27±1.66)分,手术配合度评分为(16.08±1.19)分,教学满意度评分为(15.26±5.72)分。结论翻转课堂能够有效提高教学甲状腺手术医生的效率,提高甲状腺手术教学效果,临床上可以加以使用,提高甲状腺手术医生的教学效果。
Objective To explore the effect of flipping classroom on the teaching effect of thyroid surgery. Methods From March 2016 to February2018, 42 doctors in charge of thyroid surgery in Southwest Hospital were selected as the study subjects. According to the training methods,all physicians were divided into two groups. Among them, 21 doctors who received routine training from March 2016 to February 2017 were recorded as the control group. From March 2017 to February 2018, 21 doctors trained in flip classes were recorded as observation group. The results of surgical examination, training time and evaluation of teaching effect were compared between the two groups. Results The average score of the physicians in the observation group was(89.59±3.18) points. The maximum score was 96 points and the minimum score was 82 points. The average score of the physicians in the control group was(80.44±3.52)points. The maximum score was 89 points and the minimum score was 74 points. The difference was statistically significant(P < 0.05). The training time of doctors in the observation group was(8.14±2.03) days, while that in the control group was(12.33±2.16) days. The difference was statistically significant(P < 0.05). The scores of learning interest, problem solving ability, operation cooperation degree and teaching satisfaction of the doctors in the observation group were higher than those of the doctors in the control group, and the difference was statistically significant(P < 0.05).In the observation group, the scores of learning interest, problem-solving ability, cooperation degree and teaching satisfaction were(22.09±1.28)points,(22.48±1.75) points,(22.81±1.36) points and(21.78±1.26)points, respectively. In the control group, the scores of learning interest,problem-solving ability, cooperation degree and teaching satisfaction were(16.26±1.14) points,(15.27±1.66) points,(16.08±1.19) points and(15.26±5.72) points respectively. Conclusion Flipping the classroom can effectively improve the efficiency of teaching thyroid surgeons, improve the teaching effect of thyroid surgery, and can be used clinically to improve the teaching effect of thyroid surgeons.
Objective To explore the effect of flipping classroom on the teaching effect of thyroid surgery. Methods From March 2016 to February2018, 42 doctors in charge of thyroid surgery in Southwest Hospital were selected as the study subjects. According to the training methods,all physicians were divided into two groups. Among them, 21 doctors who received routine training from March 2016 to February 2017 were recorded as the control group. From March 2017 to February 2018, 21 doctors trained in flip classes were recorded as observation group. The results of surgical examination, training time and evaluation of teaching effect were compared between the two groups. Results The average score of the physicians in the observation group was(89.59±3.18) points. The maximum score was 96 points and the minimum score was 82 points. The average score of the physicians in the control group was(80.44±3.52)points. The maximum score was 89 points and the minimum score was 74 points. The difference was statistically significant(P < 0.05). The training time of doctors in the observation group was(8.14±2.03) days, while that in the control group was(12.33±2.16) days. The difference was statistically significant(P < 0.05). The scores of learning interest, problem solving ability, operation cooperation degree and teaching satisfaction of the doctors in the observation group were higher than those of the doctors in the control group, and the difference was statistically significant(P < 0.05).In the observation group, the scores of learning interest, problem-solving ability, cooperation degree and teaching satisfaction were(22.09±1.28)points,(22.48±1.75) points,(22.81±1.36) points and(21.78±1.26)points, respectively. In the control group, the scores of learning interest,problem-solving ability, cooperation degree and teaching satisfaction were(16.26±1.14) points,(15.27±1.66) points,(16.08±1.19) points and(15.26±5.72) points respectively. Conclusion Flipping the classroom can effectively improve the efficiency of teaching thyroid surgeons, improve the teaching effect of thyroid surgery, and can be used clinically to improve the teaching effect of thyroid surgeons.
引文
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[11]周书剑,管玉梅,赖翘兰,等.翻转课堂在护士规范化培训标准化课程中的应用[J].护理实践与研究,2018,14(13):137-138.
[12]张萍萍,毛红波,程海涛.翻转课堂对我国护理本科生学习效果的meta分析[J].护理实践与研究,2018,14(11):11-13.
[13]马淑云,高飞,张淑琴,等.翻转课堂应用于妇产科学见习教学价值评价[J].中国继续医学教育,2018,10(3):6-7.
[2]张广兵.翻转课堂的多维度反思[J].教学与管理(理论版),2018,34(7):13-16.
[3]李西顺.翻转课堂的理论局限及功能边界[J].现代远程教育研究,2018,30(4):41-48.
[4]刘大我,林蓓.基于微信平台的妇产科翻转课堂教学研究[J].中华医学教育探索杂志,2018,16(7):661-664.
[5]边玮玮,綦慧敏,赵春贞,等."互联网"背景下医用化学实验课程中实施翻转课堂的改革实践[J].中华医学教育探索杂志,2018,16(8):765-769.
[6]陈妍如.翻转课堂与传统课堂模式结合的探索[J].价值工程,2018,36(12):250-252.
[7]骆乐,徐鑫,纪永,等.翻转课堂模式下植物学形态结构部分知识的教学实践[J].生物学杂志,2018,35(4):106-108,118.
[8]秦超,谢非,高洁.影响翻转课堂学习适应性的关键因素[J].现代教育技术,2018,17(5):54-60.
[9]官杰,王琪,王慧,等.《医学免疫学》课程实施翻转课堂与形成性评价的实践及思考[J].中华医学教育探索杂志,2018,16(7):654-656.
[10]张素萍,王宁.融合PBL核心思想的“医学文献检索”翻转课堂教学模式探讨[J].医学信息学杂志,2018,39(7):87-89.
[11]周书剑,管玉梅,赖翘兰,等.翻转课堂在护士规范化培训标准化课程中的应用[J].护理实践与研究,2018,14(13):137-138.
[12]张萍萍,毛红波,程海涛.翻转课堂对我国护理本科生学习效果的meta分析[J].护理实践与研究,2018,14(11):11-13.
[13]马淑云,高飞,张淑琴,等.翻转课堂应用于妇产科学见习教学价值评价[J].中国继续医学教育,2018,10(3):6-7.